Evaluating the use of videoconferencing for handover and MDT meetings within an intensive support team
| Date | 22 May 2023 |
| Pages | 226-243 |
| DOI | https://doi.org/10.1108/AMHID-04-2023-0013 |
| Published date | 22 May 2023 |
| Author | Elizabeth Megan Mehmet,Jason Lines |
Evaluating the use of videoconferencing
for handover and MDT meetings within an
intensive support team
Elizabeth Megan Mehmet and Jason Lines
Abstract
Purpose –This study aims to evaluate the use of videoconferencing when conducting multi-disciplinary
team (MDT) and handover meetings within an NHS Adult Learning Disabilities Intensive Support Team (IST).
The IST have been conducting MDT and handover meetings ‘‘virtually’’ since the start of the COVID-19
pandemic in March 2020, in line with government guidance. It is pertinent to evaluate the effectiveness of
using videoconferencing, as the move to flexible, remote working is detailed within the NHS Long Term Plan.
Design/methodology/approach –Participants were members of the IST. A mixed methodsapproach
using an online questionnairecollected participant’s views relatingto the use of videoconferencing when
conducting MDT and handover meetings, in comparison to previous face-to-face meetings. The
questionnaire consideredfivekeyareas:accessibility, environmentandcommunication,organisation,
continuationof care and data protection and confidentiality.Results were collated andanalysed.
Findings –Improvements werereported relating to accessibility, as the virtualformat allowed for easier
attendance, provided greater flexibility in attending and inviting key stakeholders. A reduced sense of
team connectedness was reported, related to the virtual environment. The majority of participants
reportedthat they wish to continue to have the option to attendmeetings virtually in future.
Originality/value –There are no previous papers evaluating the use of videoconferencing within ISTs
during the COVID-19pandemic. This study suggests that the use of videoconferencingto conduct MDT
and handovermeetings is effective within theIST and highlights points for considerationmoving forward.
Keywords Learning disabilities, Intellectual disabilities, Mental health, Intensive support team,
Community mental health team
Paper type Case study
Introduction
Background and context
Modern mental health services operate using multi-disciplinary team (MDT) working (Jones,
2006). MDT working can be defined as when “professionals from a range of disciplines
work together to deliver comprehensive care” (Mitchell et al.,2008, p. 61). Working
effectively within an MDT is a core competency for psychologists, along with other health-
care professionals, working within mentalhealth services [The Health and Care Professions
Council (HCPC),2015, 2016].
Regular MDT meetings are an important part of clinical practice. During MDT meetings,
professionals meet to discuss and make decisions regarding a service user’s treatment
plan and care (NHS, 2021). This collaboration and contribution of different perspectivesand
knowledge aims to optimise the quality-of-care service users receive (Jones, 2006). MDT
working can also include handover meetings. These meetings are similarly important in
ensuring pertinent information is communicated effectively between MDT members (Hunt
et al.,2012
).
Elizabeth Megan Mehmet is
based at the School of
Health, Science and
Wellbeing, Staffordshire
University, Stoke-on-Trent,
UK. Jason Lines is based at
the North Staffordshire
Combined Healthcare NHS
Trust, Stoke-on-Trent, UK.
Received 27 April 2023
Revised 27 April 2023
Accepted 27 April 2023
PAGE 226 jADVANCES IN MENTAL HEALTH AND INTELLECTUAL DISABILITIES jVOL. 17 NO. 42023, pp. 226-243,©EmeraldPublishin g Limited, ISSN 2044-1282DOI 10.1108/AMHID-04-2023-0013
At the start of the COVID-19 pandemic in the UK, March 2020, government guidance was
issued advising the public to work from home wherever possible to reduce transmission of
the virus (UK Government, 2020). This guidance prompted NHS Mental Health Services to
move towards remote working. Videoconferencing programmes havebeen used to
facilitate the areas of work that would previously have been delivered face to face, including
contact with service users, MDT meetings and handovers. Handover meetings here are
referring to brief MDT style meetings, often occurring daily, where key issues are
communicated within the team. This movetowards remote or virtual working, kick-started by
the COVID-19 pandemic, is reflective of the NHS Long Term Plan (NHS, 2019). The NHS
endeavours to provide digital access to services and enable health-care professionals to
work and access care records regardless of their location (NHS, 2019).
MDT and handover meetings require multiple professionals to spend considerable time in
attendance, often on a weekly basis, meaning it is important that these meetings are
effective and purposeful (Nic a Bh
aird, 2016). Although the structure of MDT meetings can
vary across teams and services, MDT meetings generally consist of discussions around
service user care, treatment planning and clinical decision-making (Nic a Bh
aird, 2016;
Munro and Swartzman, 2013). Issues relating to communication and collaboration, the
environment, clinical governance, organisation and leadership are also considered
important and can impact the effectiveness of MDT meetings (Nic a Bh
aird, 2016;Munro
and Swartzman, 2013). MDT and handover meetings should also provide opportunity for
successful multi-agencyworking (Walsh et al., 2005).
Whilst MDT and handover meetings have become a well-established part of NHS service
delivery, the embedding of videoconferencing for these more recently presents potential for
challenges in services which have already seen change over recent years. For example,
services for people with learning disabilities have changed significantly over time; this can
be seen with changes in government policy and legislation relating to the care of people
with learning disabilities over recent years, emphasising the importance of care in the
community and moving away from long-term hospital admissions and institutions (Slevin
et al., 2008). Change was also seen following care scandals such as those atWinterbourne
View, which underpinned the development of the Transforming CareProgramme to improve
service provision and community care for people with a learning disability and/or autism
(Department of Health, 2012).
NHS services setup for people with learning disabilities include Intensive Support
Teams (ISTs), which aim to provide specialist support in managing behaviours of
concern and other complex needs (Clare et al., 2017;Hassiotis et al., 2020)andto
prevent hospital admissions and placement breakdown by responding to crisis
situations in an effective manner [National Institute for Health and Care Excellence
(NICE), 2018]. ISTs work alongside Community Learning Disability Teams (CLDTs)
which aim to meet the complex and varied needs of people with learning disabilities,
benefitting from the diverse expertise of professionals within the MDT, typically
consisting of social workers, nurses, occupational therapists and clinical psychologists
(Joyce et al.,2001;Slevin et al.,2007). Both ISTs and CLDTs will use regular MDT and
handover meetings as part of their broader service delivery.
Accelerated by the COVID-19 pandemic, there has been an increase in studies
exploring the effectiveness of virtual MDT and handover meetings, with effectiveness
generally being defined by their ability to produce the desired outcome or result. There
is growing evidence that virtual MDT meetings are effective within health services
(Sidpra et al.,2020;Taylor et al., 2020) and inpatient and community mental health
services (Lyne et al.,2020). Although, there remains little published work exploring the
use of virtual MDT and handover meetings within ISTs or CLDTs and is therefore an
important area to consider.
VOL. 17 NO. 42023jADVANCESIN MENTAL HEALTH AND INTELLECTUAL DISABILITIES jPAGE 227
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